Hunter (1984). As delineated by Hunter, this model postulates the principal as directive and authoritative.
The model commonly requires that teachers be given some pre-training in effective instructional strategies and techniques. The administrator then enters the classroom with a virtual checklist of those activities that training has taught, activities said to make for effective instruction, e.g. skill modeling, guided practice, presenting input, providing feedback, etc.
The principal observes teachers' instructional behavior and points out those checklist items where teachers need to demonstrate improvement. In short, improved instruction consists of getting all teachers to exhibit all checklist items.
Hunter's traditional approach to instructional supervision is still often advocated in the current literature. For example, Pajak and McAfee (1992) state that the principal is the school leader and must show strong leadership behavior in terms of instructional supervision. While the authors acknowledge that principals cannot be experts in all content fiel
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